Page 50 - Jurnal Kurikulum BPK 2020

teaching and learning materials place challenges in their teaching. Moreover, they also feel that
learners’ lack of basic knowledge of the KDL as well as insufficient schools’ amenities impede
effective teaching.
b
CDD (2011) also states that the Bunduliwan dialect used in the teaching and learning
of KDL subject could not be understood both by teachers and learners in the areas of Telupid,
Beluran and Kinabatangan. Sintian (2014) claims that KDL morphology is still in its
developing stage and still not sturdy as the spelling system is still not standardised and effected
greatly by the use of multi-dialects amongst the Kadazan and Dusun community. Due to this,
KDL teachers’ grammatical knowledge and use are seen as not effective.

LITERATURE REVIEW

Good (1959) in (Sudhakar and Reddy, 2017) defines attitude as “a readiness to reaction towards
or against some situation, person or thing in a particular manner for example “love or hate”.
Frymier (1993) in (Ulug, Ozdenb and Eryilmazc, 2011) agrees that teachers’ positive attitude
could lead to student’s motivation in learning and scholastic success and participation in
lessons (Sudhakar and Reddy, 2017). Arenas (2009) declares that there were evidence showing
teachers’ attitude and beliefs that could affect the quality of teaching.
Teachers’ positive attitude and beliefs towards promoting and maintaining Indigenous
languages in Guatemala has resulted in slowing down the degree of language loss and language
shift patterns that are evident in many Indigenous communities in that country (Milian and
Walker, 2019). On the other hands, Rajkhowa and Das (2015) study shows that teachers’ poor
attitudes towards good teaching practices have led to poor English language learning in India.
Indian English Language are not employing different teaching strategies that can give ample
opportunities for their students to practice English, hence secondary school leavers leave school
as ignorant of English as their first day of school.
Hettiarachchi (2013) argues that English language teachers in Sri Lanka’s public
schools are demotivated because they feel that the teaching and learning facilities in the schools
are not adequate. They also believe that over-crowded classes and school-based assessment
have contributed to their woes. On the contrary, Alsahafi’s (2019) study reports that Arabic
Language teachers teaching in a community-based school in New Zealand are highly motivated
their teaching and thus resulted in high attendance amongst the Arabic children. Teachers’ main
motivation in teaching Arabic language is to help maintain their language, religion and identity.
Sekiziyivu (2017) conducts a study in Uganda in order to find out teaching strategies
employed by teachers of German in creating a supportive environment for Communicative
Language Learning (CLT). It is found that teachers teaching German in Uganda are aware of
the appropriate teaching strategies to support CLT approach. However, they are not able to use
these strategies due to the unconducive teaching and learning environment. Thus, Sekiziyivu
(2017) recommends that in order for CLT to take place in Uganda, authentic teaching materials
need to be used and the curriculum should be less exam oriented.
Asgharheidari and Tahriri (2015) discovered that English as a Foreign Language
teachers’ teaching in different language institutes in Tonekabon, Iran have positive attitudes
toward critical thinking instructions. However, most of them did not know how to integrate
critical thinking skills in their teaching as they claimed they did not receive comprehensive
trainings while they were in the teachers’ training academy. Due to this, teachers have
requested for more trainings in how to employ these skills.
Szecsi, Szilagyi, and Giambo (2015) in their exploration on teacher candidates’
attitudes and beliefs concerning their roles in Heritage Language maintenance found that most
teacher candidates show understanding of issues related to Heritage Language maintenance but
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